COOPERATIVE LEARNING STRATEGIES

GIVE ONE, GET ONE- NUMBERED HEADS TOGETHER- TEAMMATES CONSULT- ROUND TABLE

Through cooperative learning, students work in small groups or in pairs to actively engage in the learning process and improve their understanding of the content. Each member of the team is not only responsible for their own learning, but also for helping teammates learn. Cooperative learning promotes achievement, enhances retention, increases desire and motivation, develops interpersonal and social skills, builds self- esteem, and improves student satisfaction with their learning experiences.

There are some popular strategies that can be used with all students to learn content (such as science, math, social studies, language arts, and foreign languages). Most of these strategies are especially effective in teams of four:

  

NAME	NUMBERED HEADS TOGETHER
DESCRIPTION	After working on a particular topic, a question, a problem, an operation, the group arrives at an answer and should work to all members of the group have the ability to explain the correct answer. Each group member is numbered and a random number to explain to the group's response class is removed; you can use a given numbered cards or a top with numbers to choose from. If successful adequately reward is for the whole group.
Recommended for:
INSTRUCTIONS	1  Divide the students into groups of four and give each one a number from one to four. 2  Pose a question or a problem to the class. 3  Have students gather to think about the question and to make sure everyone in their group understands and can give an answer. 4  Ask the question and call out a number randomly. The students with that number raise their hands, and when called on, the student answers for his or her team.

NAME	TEAMMATES CONSULT. LÁPICES AL CENTRO
DESCRIPTION	The teacher or the teacher gives each team a sheet with many questions or exercises about working in the class as members have basic equipment (usually four). Each student must take over a question or exercise (must read it aloud, you must ensure that all its partners provide information and express their opinions and make sure that everyone knows and understands the consensual response). The exercise order is determined. When a student reads aloud "their" questions or exercise and between all talk about how it is done and decide what is the right answer, pencils all placed in the center of the table to indicate that at that time you can only speaking and listening and can not write. When all are clear about what to do or respond in that exercise, each takes his pen and writes in her notebook or makes the year in question. At this time, do not talk, just typing. If any member of the group need clarification, because you do not remember how to solve the question, you should ask the center pencils. Then everyone just stop writing and speaking, helping the partner to understand perfectly. Then put back pencils in the center of the table, and proceed the same way with a question or issue, this time directed by another student.
Recommended for:
INSTRUCCIONS	1.   Each student has his/her own copy of the worksheet or lab report. 2.   Students put their pencils down or in a cup at the center of the table. 3.   Teammates discuss the first question with Person #1 leading the discussion. All members of the team contribute, but all do not have to agree on one answer. 4.   When everyone on the team is ready with an answer, team members pick up their pencils and silently write the answer to the first question. They may not talk to other teammates, ask for help, copy answers from others, or discuss the question further. 5.   Repeat steps for the next question with Person #2 leading the discussion. Continue by rotating the leader role until all questions are answered.

NAME	GIVE ONE, GET ONE
DESCRIPTION	Students fold paper in half lengthwise (hotdog style). Students then open paper and draw a line down the crease. At the top of the left column, students write “GIVE ONE.” At the top of the right column, students write, “GET ONE.”
Recommended for:
INSTRUCCIONS	1.   Students list as many things as they know in the “GIVE ONE” column. 2.   Teacher tells students to stand, put up hand, and find a partner. 5.   Once students have greeted their partner, Partner A gives an answer to Partner B. If Partner B has that answer on his/her paper, he/she checks it off. If it is a new answer, he/she writes it in the “GET ONE” column. 6.   Partner B gives an answer; Partner A checks or writes. 7.   Partners say thank you/good-bye, put hand up, and find a new partner. 8.   Continue until teacher says to stop.

NAME	ROUND TABLE
INSTRUCCIONS	1.   Teacher asks one student from each team to take out pencil and paper. 2.   Teacher poses a project, question with multiple answers, a topic to write about, or a task that has many possible solutions, steps, or procedures. 3.   In teams, students take turns passing the paper and pencil or team project, each writing one answer or making one contribution.
VARIATIONS:	ROUND TABLE CONCENSUS: Student with the piece of paper and pencil verbally gives an answer. Teammates must show agreement or disagreement (thumb up or thumb down). If there is disagreement, team discusses the answer until there is consensus. All teammates must agree before student records answer.
VARIATIONS:	SIMULTANEOUSROUNDTABLE: Teacher asks a question or poses a problem which has multiple answers. In teams, students each write a response on their own piece of paper. Students then pass their papers clockwise so each teammate can add to the prior response.